High School Physical Sciences

Transcription

1 High School Physical Sciences Students in high school continue to develop their understanding of the four core ideas in the physical sciences. These ideas include the most fundamental concepts from chemistry and physics, but are intended to leave room for expanded study in upper-level high school courses. The high school performance expectations in Physical Science build on the middle school ideas and skills and allow high school students to explain more in-depth phenomena central not only to the physical sciences, but to life and earth and space sciences as well. These performance expectations blend the core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge to explain ideas across the science disciplines. In the physical science performance expectations at the high school level, there is a focus on several scientific practices. These include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations; and to use these practices to demonstrate understanding of the core ideas. Students are also expected to demonstrate understanding of several engineering practices, including design and evaluation. The performance expectations in the topic Structure and Properties of Matter help students formulate an answer to the question, How can one explain the structure and properties of matter? Two sub-ideas from the NRC Framework are addressed in these performance expectations: the structure and properties of matter, and nuclear processes. Students are expected to develop understanding of the substructure of atoms and provide more mechanistic explanations of the properties of substances. Students are able to use the periodic table as a tool to explain and predict the properties of elements. Phenomena involving nuclei are also important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power. The crosscutting concepts of patterns, energy and matter, and structure and function are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and conducting investigations, and communicating scientific and technical information; and to use these practices to demonstrate understanding of the core ideas. The performance expectations in the topic Chemical Reactions help students formulate an answer to the questions: How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them? Chemical reactions, including rates of reactions and energy changes, can be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Using this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical phenomena. Students are also able to apply an understanding of the process of optimization in engineering design to chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, using mathematical thinking, constructing explanations, and designing solutions; and to use these practices to demonstrate understanding of the core ideas. The Performance Expectations associated with the topic Forces and Interactions supports students understanding of ideas related to why some objects will keep moving, why objects fall 54

2 to the ground, and why some materials are attracted to each other while others are not. Students should be able to answer the question, How can one explain and predict interactions between objects and within systems of objects? The disciplinary core idea expressed in the Framework for PS2 is broken down into the sub ideas of Forces and Motion and Types of Interactions. The performance expectations in PS2 focus on students building understanding of forces and interactions and Newton s Second Law. Students also develop understanding that the total momentum of a system of objects is conserved when there is no net force on the system. Students are able to use Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. Students are able to apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. The crosscutting concepts of patterns, cause and effect, and systems and system models are called out as organizing concepts for these disciplinary core ideas. In the PS2 performance expectations, students are expected to demonstrate proficiency in planning and conducting investigations, analyzing data and using math to support claims, and applying scientific ideas to solve design problems; and to use these practices to demonstrate understanding of the core ideas. The Performance Expectations associated with the topic Energy help students formulate an answer to the question, How is energy transferred and conserved? The disciplinary core idea expressed in the Framework for PS3 is broken down into four sub-core ideas: Definitions of Energy, Conservation of Energy and Energy Transfer, the Relationship between Energy and Forces, and Energy in Chemical Process and Everyday Life. Energy is understood as quantitative property of a system that depends on the motion and interactions of matter and radiation within that system, and the total change of energy in any system is always equal to the total energy transferred into or out of the system. Students develop an understanding that energy at both the macroscopic and the atomic scale can be accounted for as either motions of particles or energy stored in fields. Students also demonstrate their understanding of engineering principles when they design, build, and refine devices associated with the conversion of energy. The crosscutting concepts of cause and effect; systems and system models; energy and matter; and the influence of science, engineering, and technology on society and the natural world are further developed in the performance expectations associated with PS3. In these performance expectations, students are expected to demonstrate proficiency in developing and using models, planning and carry out investigations, using computational thinking, and designing solutions; and to use these practices to demonstrate understanding of the core ideas. The Performance Expectations associated with the topic Waves and Electromagnetic Radiation are critical to understand how many new technologies work. As such, this disciplinary core idea helps students answer the question, How are waves used to transfer energy and send and store information? The disciplinary core idea in PS4 is broken down into Wave Properties, Electromagnetic Radiation, and Information Technologies and Instrumentation. Students are able to apply understanding of how wave properties and the interactions of electromagnetic radiation with matter can transfer information across long distances, store information, and investigate nature on many scales. Models of electromagnetic radiation as either a wave of changing electric and magnetic fields or as particles are developed and used. Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Students also demonstrate their understanding of engineering ideas by presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and 55

3 capture information and energy. The crosscutting concepts of cause and effect; systems and system models; stability and change; interdependence of science, engineering, and technology; and the influence of engineering, technology, and science on society and the natural world are highlighted as organizing concepts for these disciplinary core ideas. In the PS3 performance expectations, students are expected to demonstrate proficiency in asking questions, using mathematical thinking, engaging in argument from evidence, and obtaining, evaluating and communicating information; and to use these practices to demonstrate understanding of the core ideas. 56

4 HS.Structure and Properties of Matter HS-PS1-1. HS-PS1-3. HS-PS1-8. HS-PS2-6. HS.Structure and Properties of Matter Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. [Clarification Statement: Emphasis is on understanding the strengths of forces between particles, and not on naming specific intermolecular forces (such as dipole-dipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite). Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and surface tension.] [Assessment Boundary: Assessment does not include Raoult s law calculations of vapor pressure.] Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-8) Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1) Planning and Carrying Out Investigations Planning and carrying out investigations in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS1-3) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9 12 builds on K 8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Communicate scientific and technical information (e.g. about the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS-PS2-6) Connections to other DCIs in this grade-level: Will be available on or before April 26, Articulation to DCIs across grade-levels: Will be available on or before April 26, Common Core State Standards Connections: Will be available on or before April 26, PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1),(HS-PS1-2) The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. (HS-PS1-3),(secondary to HS-PS2-6) PS1.C: Nuclear Processes Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process. (HS- PS1-8) PS2.B: Types of Interactions Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects. (HS-PS1-1),(HS-PS1-3),(HS- PS2-6) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1),(HS-PS-3) Energy and Matter In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. (HS-PS1-8) Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-PS2-6) 57

5 HS.Chemical Reactions HS-PS1-2. HS-PS1-4. HS-PS1-5. HS-PS1-6. HS-PS1-7. HS.Chemical Reactions Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.] Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.] Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.] Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatlier s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.] Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS1-4) Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims. (HS-PS1-7) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent studentgenerated sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. (HS-PS1-5) Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-PS1-2) Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS1-6) Connections to other DCIs in this grade-level: Will be available on or before April 26, Articulation to DCIs across grade-levels: Will be available on or before April 26, Common Core State Standards Connections: Will be available on or before April 26, PS1.A: Structure and Properties of Matter The periodic table orders elements horizontally by the number of protons in the atom s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-2) (Note: This Disciplinary Core Idea is also addressed by HS-PS1-1.) Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart. (HS-PS1-4) PS1.B: Chemical Reactions Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy. (HS- PS1-4),(HS-PS1-5) In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. (HS-PS1-6) The fact that atoms are conserved, together with knowledge of the chemical properties of the elements involved, can be used to describe and predict chemical reactions. (HS-PS1-2),(HS-PS1-7) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS1-6) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-2),(HS-PS1-5) Energy and Matter The total amount of energy and matter in closed systems is conserved. (HS-PS1-7) Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-PS1-4) Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. (HS-PS1-6) Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent. (HS-PS1-7) 58

6 HS.Forces and Interactions HS.Forces and Interactions HS-PS2-1. Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object rolling down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of a device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] HS-PS2-4. Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9 12 builds on K 8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS2-5) Analyzing and Interpreting Data Analyzing data in 9 12 builds on K 8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (HS- PS2-1) Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to describe explanations. (HS-PS2-2),(HS-PS2-4) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific ideas to solve a design problem, taking into account possible unanticipated effects. (HS-PS2-3) Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Theories and laws provide explanations in science. (HS-PS2-1),(HS-PS2-4) Laws are statements or descriptions of the relationships among observable phenomena. (HS-PS2-1),(HS-PS2-4) Connections to other DCIs in this grade-level: Will be available on or before April 26, Articulation to DCIs across grade-levels: Will be available on or before April 26, Common Core State Standards Connections: Will be available on or before April 26, PS2.A: Forces and Motion Newton s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1) Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object. In any system, total momentum is always conserved. (HS-PS2-2) If a system interacts with objects outside itself, the total momentum of the system can change; however, any such change is balanced by changes in the momentum of objects outside the system. (HS-PS2-2),(HS-PS2-3) PS2.B: Types of Interactions Newton s law of universal gravitation and Coulomb s law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. (HS-PS2-4) Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. (HS-PS2-4),(HS-PS2-5) PS3.A: Definitions of Energy and electrical energy may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5) ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS2-3) ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed. (secondary to HS-PS2-3) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS2-4) Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS2-1),(HS-PS2-5) Systems can be designed to cause a desired effect. (HS-PS2-3) Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined. (HS-PS2-2) 59

7 HS.Energy HS-PS3-1. HS-PS3-2. HS-PS3-3. HS-PS3-4. HS-PS3-5. HS.Energy Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.] Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electricallycharged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.] Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. [Clarification Statement: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other, including an explanation of how the change in energy of the objects is related to the change in energy of the field.] [Assessment Boundary: Assessment is limited to systems containing two objects.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-PS3-2),(HS- PS3-5) Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 9 12 builds on K 8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models. Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-PS3-4) Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9 12 level builds on K 8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-PS3-1) Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9 12 builds on K 8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Design, evaluate, and/or refine a solution to a PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (HS- PS3-1),(HS-PS3-2) At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. (HS- PS3-2) (HS-PS3-3) These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as either motions of particles or energy stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (HS-PS3-2) PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3-1) Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (HS-PS3-1),(HS-PS3-4) Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (HS-PS3-1) The availability of energy limits what can occur in any system. (HS-PS3-1) Uncontrolled systems always evolve toward more stable states that is, toward more uniform energy distribution (e.g., water flows downhill, objects hotter than their surrounding environment cool down). (HS-PS3-4) PS3.C: Relationship Between Energy and Forces When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5) PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms for example, to thermal energy in the surrounding environment. (HS-PS3-3),(HS-PS3-4) ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements Cause and Effect Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS3-5) Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-PS3-4) Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. (HS- PS3-1) Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS- PS3-3) Energy cannot be created or destroyed only moves between one place and another place, between objects and/or fields, or between systems. (HS-PS3-2) Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS-PS3-3) Scientific Knowledge Assumes an Order and Consistency in Natural Systems 60

8 complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS- PS3-3) HS.Energy set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3) Science assumes the universe is a vast single system in which basic laws are consistent. (HS- PS3-1) Connections to other DCIs in this grade-level: Will be available on or before April 26, Articulation to DCIs across grade-levels: Will be available on or before April 26, Common Core State Standards Connections: Will be available on or before April 26,

9 HS.Waves and Electromagnetic Radiation HS.Waves and Electromagnetic Radiation HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information. [Clarification Statement: Examples of advantages could include that digital information is stable because it can be stored reliably in computer memory, transferred easily, and copied and shared rapidly. Disadvantages could include issues of easy deletion, security, and theft.] HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.] HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. [Clarification Statement: Emphasis is on the idea that different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.] HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assesments are limited to qualitative information. Assessments do not include band theory.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Asking Questions and Defining Problems Asking questions and defining problems in grades 9 12 builds from grades K 8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations. Evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of a design. (HS- PS4-2) Using Mathematics and Computational Thinking Mathematical and computational thinking at the 9-12 level builds on K-8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena or design solutions to describe and/or support claims and/or explanations. (HS-PS4-1) Engaging in Argument from Evidence Engaging in argument from evidence in 9 12 builds on K 8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed worlds. Arguments may also come from current scientific or historical episodes in science. Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS4-3) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9 12 builds on K 8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. (HS-PS4-4) Communicate technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically). (HS- PS4-5) Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, PS3.D: Energy in Chemical Processes Solar cells are human-made devices that likewise capture the sun s energy and produce electrical energy. (secondary to HS-PS4-5) PS4.A: Wave Properties The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing. (HS-PS4-1) Information can be digitized (e.g., a picture stored as the values of an array of pixels); in this form, it can be stored reliably in computer memory and sent over long distances as a series of wave pulses. (HS-PS4-2),(HS- PS4-5) [From the 3 5 grade band endpoints] Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) (HS-PS4-3) PS4.B: Electromagnetic Radiation Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features. (HS-PS4-3) When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. (HS-PS4-4) Photovoltaic materials emit electrons when they absorb light of a high-enough frequency. (HS-PS4-5) PS4.C: Information Technologies and Instrumentation Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5) Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-PS4-1) Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS4-4) Systems can be designed to cause a desired effect. (HS-PS4-5) Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales. (HS-PS4-3) Stability and Change Systems can be designed for greater or lesser stability. (HS-PS4-2) Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). (HS- PS4-5) Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems. (HS-PS4-2),(HS- PS4-5) Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS- PS4-2) 62

10 the theory is generally modified in light of this new evidence. (HS- PS4-3) HS.Waves and Electromagnetic Radiation Connections to other DCIs in this grade-level: Will be available on or before April 26, Articulation to DCIs across grade-levels: Will be available on or before April 26, Common Core State Standards Connections: Will be available on or before April 26,

11 High School Life Sciences Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building upon students science understanding of disciplinary core ideas, science and engineering practices, and crosscutting concepts from earlier grades. There are five life science topics in high school: 1) Structure and Function, 2) Inheritance and Variation of Traits, Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in Ecosystems, and 5) Natural Selection and Evolution. The performance expectations for high school life science blend core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge that can be applied across the science disciplines. While the performance expectations in high school life science couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices underlying the performance expectations. The performance expectations are based on the grade-band endpoints described in A Framework for K-12 Science Education (NRC, 2012). The performance expectations in the topic Structure and Function help students formulate an answer to the question: How do the structures of organisms enable life s functions? High school students are able to investigate explanations for the structure and function of cells as the basic units of life, the hierarchical systems of organisms, and the role of specialized cells for maintenance and growth. Students demonstrate understanding of how systems of cells function together to support the life processes. Students demonstrate their understanding through critical reading, using models, and conducting investigations. The crosscutting concepts of structure and function, matter and energy, and systems and system models in organisms are called out as organizing concepts. The performance expectations in the topic Inheritance and Variation of Traits help students in pursuing an answer to the question: How are the characteristics from one generation related to the previous generation? High school students demonstrate understanding of the relationship of DNA and chromosomes in the processes of cellular division that pass traits from one generation to the next. Students can determine why individuals of the same species vary in how they look, function, and behave. Students can develop conceptual models for the role of DNA in the unity of life on Earth and use statistical models to explain the importance of variation within populations for the survival and evolution of species. Ethical issues related to genetic modification of organisms and the nature of science can be described. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of structure and function, patterns, and cause and effect developed in this topic help students to generalize understanding of inheritance of traits to other applications in science. The performance expectations in the topic Matter and Energy in Organisms and Ecosystems help students answer the questions: How do organisms obtain and use energy they need to live and grow? How do matter and energy move through ecosystems? High school students can construct explanations for the role of energy in the cycling of matter in organisms and ecosystems. They can apply mathematical concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular respiration and develop 64